CAREER AND COLLEGE COUNSELING AT THE ELEMENTARY AND MIDDLE SCHOOL LEVELS

C

AREER AND

C

OLLEGE

C

OUNSELING AT THE

E

LEMENTARY AND

M

IDDLE

S

CHOOL

L

EVELS

Samantha Haviland, Ph.D. –C, NCC Loan Maas, M.Ed.

F

OUNDATIONS

- R

ESEARCH



Research has supported college and career

counseling as young as the elementary school.

(National Office for School Counselor Advocacy, 2012)



Student mindset and self-efficacy are important

indicators of academic achievement and dropout

prevention.

(Dweck, 2006; Beland, 2007; Farrington et al., 2012; Close & Solberg, 2007; MacIver, Balfanz & Byres, 2009; Solberg et al., 2008)



All staff in the school support a college and

career going culture. Not just School Counselors.

F

OUNDATIONS

- T

HEORY

Age Conflict Resolution Goal

3-6

yrs Initiative vs. Guilt Purpose Is it okay for me to do & act? 6-12

yrs Industry vs. Inferiorit y

Competence How can I make it in the world of people and things? 12-19 yrs Identity vs. Role Confusion Fidelity Who am I? Who can I be? Grade Stage

Pre-school Life of work fantasy K-3 Awareness of occupations 4-6 Awareness of self (abilities and attitudes) 7-8 Occupational orientation (background orientation and preparation for training Developmental According to Erikson Career Developmental

According to Colorado Department of Education

F

OUNDATIONS

- T

HEORY

Planned Happenstance

(Mitchell, Levin, Krumboltz)

 Planned: preparing ahead of time

 Happen: Creating opportunities for it to happen

 Stance: and attitude of curious inquiry, flexibility and

F

OUNDATIONS

- T

HEORY

Creating college-going cultures at all levels

 Three High Level Elements:

 Students learn about their options, careers and the education they require, preferably starting in elementary.

 Schools convey the expectations that all students can prepare for the opportunity to attend and be successful in

post-secondary education.

 Schools, families, and communities give students the same message of high expectations for their future.

F

OUNDATIONS

-

ALL

THE

B

EST

OF

THE

R

EST

Other considerations:

 Colorado Career Competencies (Williams & Morgan,

2014)

 American School Counselor Association National

Model (2004)

 Fixed and Growth Mindsets (Dweck, 2006)

 Bandura’s Social Cognitive Theory (Bandura, 1986)

I

N

P

RACTICE



Individual Learning Plans/ Individual Career

and Academic Plans

 “Students who were more engaged in ILP [ICAP]

activities reported stronger goal-setting skills,

increased motivation to attend school, and increased academic self-efficacy which leads to better academic achievement, stress and health management, and readiness to engage in career decision-making.”

www.ncwd-youth.info/ilp

Grades 6th_-8th

I

N

P

RACTICE

 Aligns with state and district strategic plans.  With the end result of increasing student…

 Attendance  GPA

 TCAP Growth and Status

 ACT and Accuplacer scores, AP pass rate/test scores  Student engagement (i.e. extracurricular , CTE, and

service learning)

 Graduation and on-track rates  Scholarship applications

 College or alternative applications  FAFSA completion

 College enrollment, including CE, AP, IB options  Remediation rates

 College completion

 Parent Satisfaction Survey Results

Grades 6th_-8th

I

N

P

RACTICE

- ICAP

S

-

WWW.DPSK12.ORG

All students 6-12 have a stacked scope and sequence in academic planning, career exploration, financial literacy, and college systems.

Grades 6th_-8th

I

N

P

RACTICE

- ICAP

S

Career Fair

https://www.youtube.com/watch?v=xAsxAKLLFjA

&feature=youtu.be&edufilter=tbARfBHuyG3mpAr

uEjLFww

Grades 6th_-8th

I

N

P

RACTICE

- U

TILIZE

AND

A

DAPT



www.dpsk12.org-

search “Counseling” to find

lesson plans

Grades 6th_-8th

I

N

P

RACTICE

- P

ILOT

C

URRICULUM

• More in depth

curriculum developed for pilot schools utilizing the Early College grant with Jobs For the Future.

• For 6-8th _Advisory

classes

Grades 6th_-8th

I

N

P

RACTICE

Elementary lessons

 Existing curriculum books:

 “Journeys to Jobs” (Wosnik);

 “More Career Fun” (Vanderwalker)

 Bibliotherapy:

 “What Do People Do All Day?” (Scarry)  “A Tangle of Knots” (Graff)

 “The Adventures of an Aluminum Can: A Story About Recycling” (Inches)

 “I Can Be Anything”/”Puedo Hacer Cualquier Cosa” (Rice)  “A Day in the Life of a Firefighter”/”Un dia en la vida de un

bombero” (Herweck)

Grades ECE-5th

I

N

P

RACTICE

Elementary lessons



Bibliotherapy: (Kindergarten)

 Read the book aloud: “Clothesline Clues: Jobs”

(Heing)

 Staff/ community members come in in their work

clothes/uniforms. (Police and Firemen are a big hit)

 Students must color person with a

career clothesline clue to be hung in the classroom

Grades ECE-5th

I

N

P

RACTICE

Elementary lessons



Bibliotherapy: (1

st

Grade)

 Reading the book aloud: “Oh The Places You’ll Go”)  Coloring from the book- can be a classroom

community coloring for a bulletin board

 Dora the Explorer episode Season 3,

Episode 24 “Job Day”

 Doug, Season 3, Doug sees the school counselor

Grades ECE-5th

I

N

P

RACTICE

Elementary lessons



Bibliotherapy: (2

nd

Grade)

 Reading the book aloud: “The Bernenstein Bears:

Jobs Around Town” or “When I Grow Up” (Mayer); “Career Day” (Rockwell)

 Students return home to a guided discussion with

their guardian on how they chose their job, what they like about their job, and what surprised them when they started their job.

Grades ECE-5th

I

N

P

RACTICE

Elementary lessons



Bibliotherapy: (3

rd

Grade)

 Listen to CD: “Mahalia Mouse Goes to College”

(Lithgow)

 What does it mean to go to college? (Introduce

“college” as any learning after high school)

 Story sharing by various school employees/guest

speakers including “how did you become a _______?”; “how did you learn to do what you do?”

 (Be sure to be culturally representative!)

Grades ECE-5th

I

N

P

RACTICE

Elementary lessons



Bibliotherapy: (4

th

Grade)

 “How Santa Got His Job”; “How Santa Lost His Job”

(Krensky)

 What does a responsible employee look like?  What does a responsible student look like?

Grades ECE-5th

I

N

P

RACTICE

Elementary lessons



Bibliotherapy: (5

th

Grade)

 “When I Grow Up” (Yankovic); Students find career

specific books like “A Day in the Life of a Firefighter” (Herweck; available in Spanish) or “All in a Day’s

Work: Police Officer” (Herweck, available in Spanish)

 Students research what education they will need

after high school to obtain their career goals.

Grades ECE-5th

S

YSTEMIC

W

ORK



Align scope and sequence ECE-12

th

grade



Utilizing Career Interest Inventory information

S

YSTEMIC

W

ORK



Utilizing Career information in transitioning

students between school levels



Utilizing Career interest information in

conversations regarding behavior, attendance,

and self-efficacy

Q

UESTIONS

?